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Teacher Education

Programs > Initial Teacher Preparation

Initial Teacher Preparation

applied behavior analysis_it

The programs in Behavior Analysis seek to develop teachers who are strategic scientists of both pedagogy and curriculum. The MA program prepares teachers who are able to address the needs of economically disenfranchised preschool and elementary aged students, and the range of students in inclusion and specialized settings. We are committed to providing our teacher trainees with the ability to use scientific tools to bridge the educational gap and accelerate learning for all children. Our graduates are prepared to assume leadership and scholarly positions at all levels of professional activity. The program is also internationally recognized for training teachers and leaders in early educational and language developmental interventions for children with autism spectrum disorders (ages 16 months to 5-years) and effective inclusion practices (Kindergarten through 5th grade).

There are two Masters-level programs offered through the program in Applied Behavior Analysis, the Master of Arts in Teaching as Applied Behavior Analysis and the Master of Education in Instructional Practice. Only those who have completed the MA in Teaching as Applied Behavior Analysis are admitted to the EdM program in Instructional Practice.

The EdM program is suitable for those who are not admitted to the PhD program, but who wish to complete doctoral-level coursework in the theories and research methodologies of the science. Those who are admitted to the PhD program receive the EdM "en passant," as the course sequence is identical to the first level of doctoral core requirements.

The MA coursework includes quizzes, essays, data analysis projects, assessment projects, research projects, and internship requirements (e.g., student teaching) and draw from the following three areas:

  • Content-area Expertise: Verbal behavior about the science of behavior, which includes mastery of material presented in scientific texts or research/conceptual publications.
  • Application Expertise: Contingency-shaped repertoires, which include teacher presentation of instruction and consequation of student responding and management of classroom and behavioral contingencies.
  • Analytic Expertise: Verbally meditated repertoires that involve analysis of individual student or class-wide data and decision making, including identification and implementation of differential instructional tactics from the research literature of the science of applied behavior analysis.

Our MA candidates complete full-time internships in schools that are research and development sites for the Comprehensive Application of Behavior Analysis to Schooling (CABAS) model. Candidates spend their days in our professional teaching schools and the evenings in classes at the university. The internships are coordinated closely with the university coursework in behavior analysis. As a result, our graduates possess the skills to accelerate children's learning, provide children with the ability to learn in new ways, and to acquire the ability to learn independently using systematic scientific procedures (www.cabasschools.org).

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art and art education_it

In the Art and Art Education Program, the study of art encompasses the traditions of fine and contemporary art and the popular arts of media and mass culture. A central tenet of the Program is the role of the arts in nurturing human growth and development throughout the lifespan. Within this context, courses in art education examine the different environments in which the various art forms reach their audiences: private and public schools, colleges, museums, community arts centers, hospitals and other such settings. Coursework is designed to integrate both the theory and practice of art and art education providing a foundation for the kind of reflective, imaginative and artistic-aesthetic thinking that promotes disciplined pedagogical and critical competencies.

The Master of Arts with Teacher Certification degree program (40 Points) leads toward New York State Initial Teacher certification and is a State-approved program for those wishing to teach art in grades K-12 in public schools. The program is designed primarily for individuals with undergraduate or graduate degrees in studio, art history, or museum studies who wish to gain Initial Art Teacher's Certification (PK-12). Courses examine the profession of teaching from a range of perspectives including: human development, history, curriculum, diversity, studio practice, and assessment; practical experiences in schools offer opportunities to translate theoretical insights into the kinds of practical competencies that exemplify excellence in instruction.

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bilingual/bicultural education_it

The programs in Bilingual Education are designed to prepare teachers, researchers and curriculum developers in Bilingual Education at all levels. Including a substantial field-based component, our programs are based on communicative methods of second language acquisition and a reflective model of teaching which incorporate collaboration with colleagues, students, and community.

The mission of the Program in Bilingual/Bicultural Education is to provide students with a foundation for understanding and working with learners in bilingual/multicultural educational settings. The program prepares educational leaders-'"teachers, administrators, curriculum developers, researchers and policy makers. PBBE focuses on how to educate children and youth bilingually and multiculturally, using two or more languages in teaching and developing two or more languages. The program stresses multilingualism as a resource for teaching/learning, as a cognitive and economic resource for the students and as a social resource for society. It addresses bilingual education in its full complexity-'"as a way to teach minoritized and majority language children in two or more languages in order to facilitate their academic uses of different languages, and as a way to revitalize endangered or threatened languages. It understands bilingual/multicultural education as a means to achieve educational equity and promote inter- and transcultural understandings. In a globalized world, there are many forms of promoting bilingualism and multiculturalism; strong forms of bilingual education, such as dual language programs are amongst the most effective ways to educate minoritized and majority language groups.

The Master of Arts in Bilingual/Bicultural Studies (MA-BILG) provides students with flexibility to pursue a policy, research, or teaching focus. The Master of Arts in Bilingual/Bicultural Childhood Education (MA-BILC-DU and MA-BILC-TR) prepares educators to work in bilingual settings that privilege the education of language-minority students. It leads to NYS certification in Childhood Education with a Bilingual Education Extension.The Master of Arts program in Bilingual/Bicultural Education (MA-BILG-IN) prepares educators to work in bilingual settings that privilege the education of language-minority students. It leads to NYS certification in the area in which students already hold certification and, in addition, to a Bilingual Education Extension.

Advanced certificate in Bilingual/Bicultural Education (CERT-BILG-IN) is designed for students who are pursuing NYS teacher certification in another area or who already hold NYS teacher certification. Through our courses, students examine the phenomenon of multiple languages and cultures in schools, classrooms, and communities within local and global contexts. The courses allow students to explore interests in teaching in schools where more than one language and culture are part of the curriculum, particularly within the multilingual, multicultural city schools of New York, and to explore how the local and unique situations of schools connect to those found in other parts of the world. Furthermore, students can observe and work in enrichment language education models that enable them to develop the understanding and working knowledge necessary to educate minoritized language groups while working with the goal of developing proficiency in more than one language for both minoritized and majority language students.

Students examine the nature of cross-cultural understanding and knowledge, as it affords support and access for minoritized language populations to gain respect, develop, and preserve their languages within educational settings, to affirm and explore their identities, and to go into the world as productive citizens. The program also offers educational leaders the possibility of exploring their place within the context of multiple language and cultures in schools and communities and in promoting diversity in thinking and social justice in the U.S. and beyond.

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deaf and hard of hearing_it

In order to meet New York State Certification requirements, which are reciprocal with numerous states throughout the country, the preservice preparation in the Education oft he Deaf and Hard of Hearing is a two-year, minimum 60-point program that leads to dual certification in the education of individuals who are deaf or hard of hearing and regular education either at the preschool, elementary, or secondary level in the areas of mathematics, physics, chemistry, biology, environmental sciences, social studies, or English education. They will earn a Master of Education (Ed.M.) degree upon completion of the program and may be eligible for an M.A. degree. These individuals will be expected to have student teaching experiences with both individuals who are deaf or hard of hearing and with individuals with hearing.Two additional options are available: one that certifies students to teach individuals who are deaf or hard of hearing K-12 primarily in the capacity of an itinerant teacher not responsible for subject matter and another as a reading specialist. Both programs are a minimum of 60 points in length. The first option leads to certification as a teacher of the deaf and hard of hearing, K-12, whereas the second option leads to certification as a teacher of the deaf and hard of hearing and as a reading specialist. Admission to the second option, i.e., the teacher of the deaf and hard of hearing and as a reading specialist, requires prior certification in regular education.The actual number of credits required may vary slightly depending upon the individual's background and the particular area of dual certification the person is interested in obtaining. Individuals who matriculate into the program and are already certified in regular education will be expected to complete the 32-point core program in the Education of the Deaf and Hard of Hearing, which leads to an M.A. degree. They also have the option to take additional coursework in another area of special education, in the reading specialist program, or in another area in order to obtain additional certification and to obtain an Ed.M. degree. These individuals will be expected to complete

two full-time student teaching experiences with deaf or hard of hearing individuals and to fulfill additional student teaching or practicum requirements that are needed to obtain the additional certification.All programs noted above also lead to Council on the Education of the Deaf (CED)certification.The Master of Education (Ed.M.) program in Education of the Deaf and Hard of Hearing,which includes an en passant M.A., is designed to meet the needs of individuals seeking initial certification in the education of individuals who are Deaf or hard of hearing. The program has two options: 1) a course of study that leads to pre-K-12 certification as an educator of individuals who are Deaf or hard of hearing and 2) a course of study that leads to certification as an educator of individuals who are Deaf or hard of hearing and focuses on a specific age group and or content domain. The first option prepares students to become certified teachers of individuals who are Deaf or hard of hearing through out the entire school age span from preschool to high school (K-12) or within a specific age range or content domain, for students who already hold a regular education certificate.Students who pursue this option typically function as teachers within resource rooms,itinerant teachers, or classroom consultant teachers. This option also permits those individuals who are already certified as regular education preschool or elementary schoolteachers or teachers of content material at the middle and secondary levels to teach students who are Deaf and hard of hearing at a specific age level or content domain. If an applicant is interested in teaching in an inclusion class, a self-contained classroom, a school for the Deaf or hard of hearing, or a specific content domain but is not yet certified in regular education, that applicant will need to pursue the second program option. The second option leads to dual certification, in early childhood regular education, regular elementary education, or a subject domain (i.e., English, mathematics, social studies, or an area of science) in addition to certification as a teacher of the Deaf or hard of hearing.All program options require a minimum of 60 credits and take approximately two years to complete. Individualized programs can be developed for individuals with a previous academic background in regular education or in the education of individuals who are Deaf or hard of hearing and may lead to additional certification. With advisor's approval,coursework taken at the undergraduate level or elsewhere that fulfills any of the certification requirements may result in a waiver of such coursework at Teachers College.However, even with a waiver, the program would still require completion of 60 credits.

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early childhood education_it

Our primary goal is to prepare candidates to work with children and their families in various environments such as homes, schools, and learning centers which are diverse and inclusive in nature. Accordingly, candidates’ professional preparation will incorporate pedagogical, political, psychological, and sociological perspectives. We draw on the progressive tradition, emphasizing child-centered practices and knowledge as a social construction, while realizing the need for multiple methods of instruction. The overall aim of our program is to enable our graduates to become decision-makers and intellectual and ethical leaders. Additionally, our ideal is to create curricula for young children from a range of socioeconomic backgrounds and abilities. Thus we do not offer a single approach to early childhood education. Instead we explore with our candidates multi-faceted, sometimes contrasting, approaches and methods, which we frame within the complex histories of early childhood education.


The Master of Arts in Early Childhood Education prepares candidates to teach in diverse and inclusive environments, including homes, schools, and other community settings which serve children from birth to age 8 and their families. All three programs require a combination of foundational/theory, methods, and field-based practicum courses and lead to teacher certification in New York State. Child-centered and culturally sensitive practices are emphasized throughout the program, focusing on the need for multiple methods of instruction to accommodate a broad range of learners. Through a curriculum that integrates general and special early childhood education content, we aim to enable our candidates to become outstanding early childhood teachers, decision makers, and intellectual and ethical leaders. Honoring the importance of understanding children’s development and learning in context, the Master of Arts program emphasizes collaboration with families and other professionals and considers policies that affect families’ access to desirable services, especially in urban settings. Our candidates participate in several field experiences which serve as the foundation from which theories about development, learning, and curriculum come to life and through which teachers begin to construct their professional practice.

There are three initial certification programs in Early Childhood Education:

  • The course of study for the M.A. in Early Childhood Education (ECED-INIT) leads to initial certification in Early Childhood Education (birth-8 years).
  • The course of study for the M.A. in Early Childhood Special Education (ECSE-INIT) leads to initial certification as a Teacher of Students with Disabilities, Early Childhood (birth-8 years).
  • The course of study in Dual Certification: Early Childhood Education/Early Childhood/Special Education (ECSE-DUAL) leads to initial certification as both an Early Childhood Education teacher and a Teacher of Students with Disabilities in Early Childhood (birth-8 years). 

 



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elementary inclusive education_it

Across all our programs, the preparation of teachers, educational leaders, teacher educators, and educational researchers is designed to provide them with the intellectual tools needed to re-imagine schools and other educational settings. We aim to prepare the next generation of outstanding educators who have broad repertoires of knowledge, practices, and dispositions that enable all children, including those who have acquired labels, to gain access to and succeed with the kind of education that historically has been reserved for children of privilege. Teacher inquiry, critical perspectives, knowledge of content and pedagogy, a curricular stance, and the interrelationship of theory and practice are also woven throughout our certification and our advanced programs. (TC Catalog, departmental mission).

Steeped in the philosophy of John Dewey and framed by a progressive tradition, the Preservice Program in Elementary Inclusive Education emphasizes child-centered practices and the social construction of knowledge. Undergirded by this philosophical mindset, the program acknowledges that there is no single truth in education but many realities given the uniqueness of individual children and the highly contextualized nature of teaching. Consequently, there can be no one, superior prescription for educating children and each teacher must thoughtfully develop an educational platform that embraces a spectrum of appropriate alternatives and approaches in order to truly achieve child-centered practices. As teacher educators, we are obliged to introduce our students to multiple instructional strategies and models-what they are, as well as the important differences among them--so that they may understand the limitations of fixed formulas and will constantly search for the best way to reach each child.

The philosophy of the program is simultaneously driven by the larger institutional conceptual framework for teacher education programs, which emphasizes Inquiry, Curriculum and Social Justice. We aim, therefore, to prepare:
  • Teachers as curriculum developers and decision makers
  • Teachers for children, inclusive of race, ethnicity, religious differences, gender expression, disability, sexual orientation, language, nationality, etc.
We aim also to prepare teachers who understand and enact:
  • Teaching as learning inquiry—with children, with the profession, with peers and with communities
  • Teaching as embedded in moral, socio-political and cultural contexts
  • Learning to teach as rooted in experience with continuous reflection and analysis.
(Self-study)
There are two degree programs in Elementary Inclusive Education:
  • The Master of Arts program in Elementary Inclusive Education prepares teachers to teach all children particularly in urban contexts. The course of study emphasizes curriculum development for heterogeneous classroom, critical multiculturalism, teaching for equity and social justice, and an inquiry approach to teaching and learning. (TC Catalog)
  • The Master of Arts in Elementary Inclusive Education and Teaching Students with Disabilities prepares teachers for co-teaching, planning differentiated curriculum, working in diverse cultural contexts, collaborative team planning, and community-based student advocacy and problem solving. This focus builds upon the foundation in equity, social justice, and multicultural pedagogy from the Elementary Inclusive program. (TC Catalog)
The program is both a graduate program and a professional course of study. This reading and writing intensive program is designed primarily for those who have no (or minimal) formal preparation or coursework in education and are beginning their study of teaching. The program leads to a New York State teacher certification. There are two main components of the program: course work and student teaching. (Self-study)

 


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gifted education_it

Across all programs in the Department of Curriculum and Teaching, the preparation of teachers, educational leaders, teacher educators, and educational researchers is designed to provide these individuals with the intellectual tools needed to re-imagine schools and other educational settings. We aim to prepare the next generation of outstanding educators who have broad repertoires of knowledge, practices, and dispositions that enable all children, including those who have acquired labels, to gain access to and succeed with the kind of education that historically has been reserved for children of privilege. Teacher inquiry, critical perspectives, knowledge of content and pedagogy, a curricular stance, and the interrelationship of theory and practice are also woven throughout our certification and our advanced programs.Our hope is that our candidates will engage in "accommodation without assimilation," that they will be able to gain employment in the field, to operate (at least) competently within it, and also to strive to change it in ways that will make it a more appropriate area of educational practice in the public schools of a democratic society.The program in Gifted Education providescandidates knowledge relating to the nature, needs, and pedagogy of gifted students that contributes to greater effectiveness as a teacher in a variety of situations. Those who have no background in the field of education and wish to become teachers may opt for the extension in gifted education as part of the Elementary Inclusive Program M.A. (ELGF-IN).

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intellectual disability/autism_it

The Programs in Intellectual Disability/Autism are closely affiliated with the Center for Opportunities and Outcomes for People with Disabilities. The guiding themes of the Center are core values of the teacher preparation programs in intellectual disability/autism.

  • Diversity. The program addresses issues of disability, race, gender, and cultural, ethnic, and linguistic diversity as they affect urban students with and without disabilities.
  • Empowerment. The program is designed to prepare teachers who can empower students with and without disabilities to control their own lives.
  • Prevention. The program is committed to preparing teachers who can provide students with effective strategies to reduce their vulnerability to victimization and abuse.

The programs in intellectual disability/autism provide prospective teachers with the experience and skills necessary to enable students with and without disabilities to succeed in school and adult life. The programs are designed to provide graduates with (a) an understanding of the sociopolitical factors affecting the disability experience across the life span (or within the targeted age group), (b) knowledge of effective approaches and practices for engaging persons with and without disabilities in their academic, vocational, and personal pursuits, and (c) skills in the application of those pedagogical principles that empower all persons to learn and achieve in school and beyond.

All of the programs in intellectual disability/autism are driven by a philosophy of inquiry-driven individualized instruction. They emphasize the development of expertise in individualizing curriculum and instruction across the range of abilities and across educational environments. They are inquiry-driven in the sense that they are based on a scientific /evidence based approach to identifying and evaluating effective approaches to promote the achievement of student goals and objectives. Program content is derived from research and evaluation studies utilizing a range of approaches to inquiry, including applied behavior analysis, experimental and quasi-experimental design, and ethnographic and constructivist approaches. The programs are also designed to encourage reflective practice in conjunction with academic inquiry.

Coursework and practicum experiences are designed to provide candidates with the knowledge, skills, and dispositions needed to negotiate the multiplicity of perspectives found in high-need urban schools. Gaining an understanding of and sensitivity to issues of diversity and social justice has a particular urgency for candidates in this program because of the disproportionate representation of specific minority groups classified under the intellectual disability category label.

The following program options are available:
  • Master of Arts (MA) Degree Program in Teaching Students with Intellectual Disability/Autism and Students without Disabilities at the Childhood (grades 1-6)  Level (ITDS-DUAL)
  • Master of Education (M.Ed.) Degree Program in Teaching Students with Intellectual Disability/Autism and Students without Disabilities at the Childhood (grades 1-6) Level (ITDC-DUAL)
  • Master of Education (M.Ed.) Degree Program in Teaching Students with Intellectual Disability/Autism and Students without Disabilities at the Early Childhood (birth-grade 2) Level (ITDE-DUAL)
  • Master of Arts (M.A.) Degree Program in Severe or Multiple Disabilities Leading to an Annotation in Severe or Multiple Disabilities (MULT-ANOT)
  • Master of Arts (M.A.) Degree Program in Intellectual Disability/Autism Leading to a New York State Transitional-B Certificate in Teaching Students with Disabilities at the Childhood (grades 1-6) Level (ITDC-TRAN)
  • Master of Arts (M.A.) Degree Program in Teaching Students with Intellectual Disability/Autism at the Adolescence (grades 7-12) Level (ITDA-INIT)
  • Master of Arts (M.A.) Degree Program in Guidance and Rehabilitation for People with Disabilities (HABL)

The ITDS-DUAL, ITDC-DUAL, ITDE-DUAL programs prepare pre-service teachers to work with students with and without disabilities in inclusive and specialized settings. The ITDA-INIT program prepares pre-service teachers to work with students with disabilities in secondary settings. The MULT-ANOT program prepares individuals who already hold  New York State initial certification as a teacher of students with disabilities working toward professional certification. The  ITDC-TRAN program prepares students in the Peace Corps Fellows Program to seek a New York State Transitional-B certificate. The HABL program prepares professionals for leadership roles in community programs for people with developmental disabilities. Throughout the one-and-a-half- or two-year program, candidates participate in a range of developmentally-sequenced field experiences and practica that provide experience in specialized and general education settings.


 

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literacy specialist_it

The Literacy Specialist Program reflects the mission of the larger Curriculum and Teaching Department: to provide teachers, teacher researchers, and educational leaders with the intellectual tools needed to re-imagine schools and other educational settings. We aim to prepare the next generation of outstanding educators who have broad repertoires of knowledge, practices, and dispositions that enable all children, including those who have acquired labels, to gain access to and succeed with the kind of education that historically has been reserved for children of privilege. Teacher inquiry, critical perspectives, knowledge of content and pedagogy, a curricular stance, and the interrelationship of theory and practice are woven throughout our program.The Master of Arts Literacy Specialist program is designed to immerse the literacy educator in an intense study of practice, theory and research. The eventual goal is to equip each participant to assume a leadership role in literacy education. The program regards the teaching of reading and writing as complex undertakings, and strives to equip its candidates to teach well. Candidates investigate individual literacy learning, group literacy learning, teacher development, community partnerships, institutional change and other contemporary and political issues facing literacy education. The program assumes that teachers' own literacy work will be a source of knowledge and inspiration in their teaching. Candidates write creatively as well as professionally, participate in their own reading clubs, and keep portfolios of their own reading and writing development. Candidates take part in challenging courses, engage in readings, learn from mentorships, and conduct their own action-research projects in which they demonstrate their abilities to synthesize theory and practice and to weave the two throughout their individual work.Teachers College candidates enrolled in the Literacy Specialist program have the opportunity to work with the Teachers College Reading and Writing Project-'"a think-tank and professional development organization that works in field-based ways with schools throughout New York City and the nation.Candidates can intern in both high-need and state-of-the-art schools, apprentice with mentor teachers, research staff development and school reform, and participate in any of more than 100 full-day conferences offered each year.A critical component of the Literacy Specialist Program is the interrelationship between core courses and field experiences. Field experiences are incorporated into two stand-alone three-credit courses: one offered in the Fall semester, and one offered in the Spring semester. Candidates spend a minimum of 10 hours each week over the duration of a semester in the field, in addition to their weekly course meetings, resulting in a minimum of 120 hours of field experience per semester. The field experiences providecandidates with opportunities including: (1) apprenticing with master literacy educators through weekly work in a school or other setting; (2) learning the array of methods that literacy teachers use, addressing particular classroom challenges, and researching classroom students and teaching reading and writing in ways that help them grow; (3) learning and implementing the following assessments and methods: running records, spelling inventories, reading and writing interviews, observations, a variety of informal assessments, reading and writing mini-lessons, small group instruction, guided reading, individual conferences, and read-alouds; (4) planning, implementing, and reflecting critically on teaching all components of a balanced literacy program; (5) selecting appropriate materials and tools to assist students in literacy instruction; and (6) conducting case studies of individual students, student partnerships, and small groups of students to assess literacy learning and plan appropriate instruction. In addition, we made significant changes to the Spring semester field experience component to address candidates' preparation with mentorship in the role of staff developer or literacy coach (See Program Evaluation section for full description of program changes). Fieldwork is closely aligned with coursework to provide candidates with opportunities to interweave knowledge of theory with instructional practices and assessment techniques.

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mathematics education_it

The mission of the Program in Mathematics Education has stressed the preparation of leaders in education. These leaders are successful scholars in their discipline, as well as educators. Through funded projects, dissertation research, training and service to national organizations, the faculty and students in mathematics education have helped frame the curriculum and methodology used in the schools of this and other nations. The Program in Mathematics Education emphasizes strong content preparation in a variety of areas of pure and applied mathematics relevant to education. Master’s level offerings in mathematics education are appropriate for both initial and professional teachers. Advanced masters and doctoral programs prepare for a variety of positions including: teaching, supervisory, and research roles spanning the elementary through college levels of instruction. 
  • The Masters of Arts and Master of Arts leading to Professional Teacher Certification (MA-MATH) in Mathematics Education is an advanced professional degree for elementary school, secondary school, and community college teachers of mathematics. The program of studies for the degree is designed to increase the teacher’s knowledge of mathematics as well as the teaching of mathematics.
The Master of Arts program leading to Initial and Transitional Teacher Certification (MA-MATH) aims to prepare teachers who will be able to develop and enrich a curriculum, relying on their experience in observing students and taking into account the nature of student perception and construction of knowledge no matter how diverse they are, and no matter how varied are the students' perceptions or backgrounds. Consequently, every effort is made to involve pre-service candidates in active and independent work in research and problem solving, both in mathematics, and in practical teaching, which entails familiarizing them with the variety of existing and possible pedagogical situations, acquainting them with methods and approaches to resolving them, and above all, involving them—already during their studies at Teachers College—in thinking about existing issues and problems and in practical work on solving them. (NCTM Report) The Transitional B program is designed for students admitted to the college as returning Peace Corp volunteers.

 


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music and music education_it

The Program in Music and Music Education embraces humanistic values as they relate to contemporary musical and educational life while respecting the musical traditions of the past. The faculty in Music and Music Education recognize the importance and unique nature of the arts in our society and strive to offer flexible and individualized programs for the preparation of musician-educators attuned to the richness of musical experience as it is learned, taught, and researched. Faculty members are seasoned practitioners, who reflect a wide range of expertise in comprehensive musicianship, early childhood music, instrumental and jazz pedagogy, vocal and choral performance, assessment, improvisation, , technology. Their scholarly work addresses learners vis-à-vis the full spectrum of public and private school music through graduate school and research practices.
  • The Master of Arts leading toward PreK-12 Initial New York State Certification degree program (40 points) is designed for candidates with an undergraduate degree in music who wish to prepare for teaching music in the public schools. The program leads to both the M.A. degree and New York State Teacher of Music PreK-12 Certification. Candidates in this M.A. program take coursework followed by two semesters of carefully guided student teaching in schools that reflect the Music Program’s philosophy of creative and responsive musical pedagogy. 
  • The Master of Arts Professional Certificate degree program (32 points) is designed for music educators (a) certified to teach in other states, or (b) who hold New York State Initial certification to meet the New York State requirements for the Professional Certification in Music Education. The program requires graduate studies with work in pedagogy, research, comprehensive musicianship and performance. The degree program is designed to allow some flexibility in course selection, so that each candidate may build upon his or her previous academic work and teaching experience, as well as prepare for his or her professional career in music education.
  • The Master of Education with Initial Teacher Certification (60 points) is a program designed for candidates with a master’s degree in performance who wish to prepare for teaching music in the public schools. The program leads to both the Ed.M. degree and New York State Teacher of Music PreK-12 Initial Certification. Candidates in this Ed.M. program take coursework followed by two semesters of carefully guided student teaching in schools that reflect the Music Program’s philosophy of creative and responsive musical pedagogy.

 



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physical education_it

The mission of the Programs in Physical Education is to bridge the movement sciences and educational practice and to train candidates to apply the scientific knowledge that they acquire during their studies to improve their professional practice and to promote lifetime health, fitness, and physical activity across the lifespan. 
  • The Master of Arts programs in Physical Education (MA-PHED, MA-PHED-IN, and MA-PHED-PF) are designed to provide novice physical educators with a broad background in movement sciences and related areas and to prepare them for careers in schools, community education programs, fitness management, coaching, and related areas. The teacher certification programs prepare candidates for certification (initial or professional) as physical education teachers at the elementary, middle, and high school levels. 
We expect our graduates become leaders in the field and have the knowledge, skills, commitment, and cultural competency to guide children and youth in the process of becoming healthy lifetime participants in physical activity (adapted from the University of Texas at Austin).

The program curriculum includes five components: (1) substantive study of theory and research as embodied in program lecture courses; (2) development of clinical and educational skills in fieldwork courses; (3) research training to enable candidates to read, interpret, and apply educational research; (4) seminars to discuss theory and research, identification of research problems, and educational applications; (5) elective courses to meet specific candidate needs.

 

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reading specialist_it

The Reading Specialist M.A. program provides candidates with a broad foundation in applied educational psychology as it relates to literacy acquisition and concentrated preparation in assessment and intervention in reading and writing difficulties. This program prepares candidates for two New York State certifications: Teacher of Literacy, Birth -- 6 and Teacher of Literacy, 5 -- 12. The research-based emphasis of the program preparescandidates to evaluate and select existing literacy assessment and instructional methods from the perspective of research findings and acquire a deep understanding of how individuals learn to read and write.Candidates gain a significant part of their program experience understanding and applying research based findings on reading and writing acquisition, assessment and instruction in a series of three practicum courses. The practica deliver increasingly advanced training in research based knowledge, skills and strategies to address to the needs of child and adolescent learners, many of whom struggle with reading and writing. The first two levels of practicum training take place in a clinical setting (TC's Dean Hope Center for Educational and Psychological Services which provides services to low SES individuals from the NYC area). The final practicum provides candidates the opportunity to work in a school based setting with groups of children or adolescents. In addition to this training, candidates are required to take courses in psychology, methods and techniques for working with second language learners and those from varying cultural backgrounds, and professional development in order to promote effective literacy teaching to students in grades K-12. Graduates of this program are prepared to be leaders in public schools and other settings and are able to provide guidance and professional development firmly rooted in research.

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science education_it

The Science Education Program has stressed the preparation of leaders in education. These leaders are successful scholars in their discipline, as well as theoretically and practically based educators. In particular, we are concerned that students develop expertise in key domains which make up the knowledge base in science education, including deep and conceptual understandings of the disciplines of science, thoughtful exploration of the core science education areas of study (including  history of science education, sociocultural issues, curriculum and pedagogy, teacher education, and equity and policy), and proficiencies in the professional education areas of study (e.g., psychology, sociological and cultural studies, history and philosophy), educational research, and technology. We aim to support our candidates in developing robust understandings of science content knowledge, contemporary educational practice and research, and the demands of educational settings and policies.
  • MA in Science Education provide candidates with opportunities to study science education theory, the discipline of science (including its histories, philosophies, and epistemologies), and professional education. It also provides candidates with opportunities to merge these studies with intensive field experiences through field-based assignments, courses, and student teaching experiences. The Transitional B program is specifically designed for candidates admitted to the college as returning Peace Corps volunteers.
The faculty and staff are committed to the idea of leadership training through a variety of courses, workshops, and research experiences. Many of these are performed in collaboration with private, public, and parochial schools; informal science centers (i.e., museums, outdoor education, etc.); and community-based organizations in the tri-state metropolitan region. Through funded projects, dissertation research, training, and service to national teacher organizations, the faculty and candidates in science education have helped to frame the curriculum and methodology used in the schools of this and other nations. Science courses are organized around a global systems perspective so that resources, natural phenomena, and the human impact on nature can be investigated and translated into new science curricula.

 



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teaching english to speakers of other languages (tesol)_it

The program in Teaching English to Speakers of Other Languages (TESOL) provides students with a solid foundation in the English language so that pedagogical and research questions related to the teaching, learning and assessment of English may be formulated, examined and resolved. More specifically, the TESOL program helps students develop strategies, firmly grounded in theory, research and practice, to teach English as a second language (ESL) or foreign language (EFL), or to do research on the teaching, learning or assessment of English as a second or foreign language. This is accomplished through a combination of both theoretically and practically grounded coursework, research opportunities, and fieldwork experience. Due to the focus on teaching, the TESOL tracks emphasize fieldwork, which includes observation, planning, teaching, reflection, and assessment.
  • The Master of Arts degree program in TESOL—General Track (36 Points) is for students wishing to teach English as a second or foreign language in a variety of settings, but does not result in US public school teaching certification. Students take a wide range of courses offered in the TESOL and Applied Linguistics programs with an emphasis on Second Language Pedagogy, Second Language Acquisition, and Second Language Assessment. In addition, the TESOL and Applied Linguistics programs jointly sponsor the Community English Program (CEP), a program designed to teach ESL. The CEP serves as an on-site language education lab in which students enrolled in the TESOL program teach courses, help administer the program, supervise other teachers, and use the CEP as a setting for empirical inquiry. Students in this track teach two to three semesters in the CEP depending on their prior teaching experience.
  • The Master of Arts with K-12 Certification degree program (38 Points) leads students toward Initial New York State Teacher Certification. Students take a wide range of courses offered in the TESOL and Applied Linguistics programs with an emphasis on Second Language Pedagogy, Second Language Literacy, Second Language Acquisition, Second Language Assessment, Content Methods, and Special Education.  The K-12 track includes fieldwork in each of the four required semesters. In the first year, students are placed in New York schools to do classroom observations. In the second year, they complete their student teaching (in both years, the first semester is devoted to preK-6 and the second to 7-12).


 

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teaching of asl (american sign language)_it

The Program in the Teaching of American Sign Language (ASL) as a Foreign Language prepares individuals to obtain a Master of Arts degree and New York State Education Department Teacher Certification as teachers of ASL as a second language to secondary students from grades 7 to 12 under the Languages Other Than English (LOTE) regulations of the New York State Education Department.

The Program seeks to address critical issues in several areas: (a) the lack of teachers certified to teach ASL to elementary and secondary students for credit, (b) the paucity of teacher training programs in ASL teaching in colleges and universities, (c) deficiencies in theory- and research-based studies on effective ASL teaching practices, (d) insufficient knowledge of current research-based teaching practices among ASL teachers, and (e) a general lack of understanding of and sensitivity to Deaf and hard of hearing individuals. 

The purposes of the Master of Arts Program in the Teaching of American Sign Language (ASL) as a Foreign Language are to prepare students so as to (a) study, develop and disseminate theories, methods, materials, and pedagogues needed in the teaching of ASL; (b) prepare professionals to become certified teachers of ASL for elementary and secondary school-aged students in New York State who are skilled to teach American Sign Language and are knowledgeable of Deaf culture; (c) provide an opportunity for native speakers of American Sign Language to share their knowledge, skills, and experiences directly with the normally hearing population; and (d) enhance cross-cultural skills and understanding by increasing public awareness of the society, culture, diversity, talents, and aspirations of members of the Deaf community and to reduce negative attitudes, stigmatization, and misconceptions about the deaf by the general public.

 



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teaching of english_it

The mission of the Programs in the Teaching of English/English Education is to establish and maintain instructional, service, and research programs that prepare caring and highly qualified teachers, teacher-educators, researchers, university scholars, curriculum coordinators, consultants, program officers, and other professionals in the fields of English education and English studies to serve and assume leadership positions in public and private schools, colleges, universities and other educational organizations, including corporate and governmental agencies. We identify highly qualified, and caring educators in our field as reflective, principled, and theoretically sophisticated practitioners, who systematically examine their own practice, contribute to professional knowledge in the field, attend to the diverse learning needs of all students, critically interrogate policies that define and constrain instruction in the language arts, and promote language uses that serve to clarify and liberate thought and promote intellectually responsible discourse in a democratic society.  These aims are served by the following programs:

  • The Master of Arts with New York State Professional Certification degree program (34 Points) prepares professionally qualified classroom teachers through a range of methods and content courses that focus on pedagogical content knowledge, teaching methods, substantive knowledge, and advanced skills in the areas of literature, writing, language, and twenty-first century literacies.
  • The Master of Arts – Transitional B degree program (35 Points) serves to advance the professionalism and professional knowledge of in-service teachers through a variety of methods and content courses.
  • The Master of Arts Leading to Initial Certification in New York State degree program (38 Points) serves to prepare pre-service teacher-candidates for teaching careers in the state of New York though a variety of methods and content courses.

The coursework provides students with pedagogical and substantive knowledge and skills within the institutional framework that emphasizes reflective and theoretically informed practice, ongoing inquiry, ethical and intellectually responsible discourse, and social justice. Methods courses focus on the design and implementation of curriculum as well as diverse strategies and methods for the teaching of literature, writing, and language. Content courses include literature and writing electives that refine and advance critical and discursive skills while modeling the various practices that can be useful in teaching secondary students in English classrooms.

 

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teaching of social studies_it

The Program in Social Studies combines history and the social sciences for purposes of instruction. The program particularly emphasizes the historical development of the field, the selection, and organization of subject matter, and analysis of instructional materials for candidates of diverse backgrounds in both urban and suburban school settings. Social studies teachers must be schooled in subject matter, practiced in the arts of pedagogy, attuned to the needs of candidates, and alive to the interplay of theory and practice.  It is our mission to create educational professionals with the knowledge, skills, and dispositions associated with both the historic and contemporary emphases of this Program. These individuals will serve as leaders in the field of social studies no matter where they ultimately take employment-in schools, colleges, universities, or publishing houses, to name just a few of the places where graduates are currently placed.

  • The Master of Arts in Social Studies with Initial Teacher Certification degree program (38 points) is designed for those with little or no experience teaching secondary social studies. Successful completion of this program of study leads to the M.A. degree and recommendation for New York State Initial Certification (grades 7-12). Student teaching is undertaken in cooperating middle and high schools, in the New York Metropolitan area.
  • The Master of Arts (MA-PROF) degree program (32 points) is designed for experienced teachers and those engaged in private school teaching.  This degree program focuses on social studies teaching in middle and high schools and fulfills the requirements for New York State Professional Certification.
  • The Master of Arts Transitional B degree program (32 points) is divided into four constituent parts: 1) Foundations and Methods of Social Studies,  2) Social Studies Content,  3) Professional Development, and 4) Student Teaching. Together, these components are intended to develop candidates' content knowledge in the social studies core disciplines as well as their knowledge of various aspects of social studies pedagogy.

The program prepares candidates for professional positions in schools, colleges, universities, and allied institutions. Our faculty's strengths in history and social education, as well as pedagogy, are well suited to that purpose. These strengths, along with the full resources of Teachers College and Columbia University's Graduate School of Arts and Sciences are, of course, available to every candidate.

 

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technology specialist_it

Communication, Computing, and Technology in Education (CCTE) provides a cluster of degree programs for candidates who seek to develop leadership capacities in the use of information and communication technologies in education and society. The program applies to all subject areas and serves students, staff, and faculty members who share a commitment as educators to use digital technologies to improve education and society at all levels. Work through CCTE should move simultaneously toward two poles of understanding and practice: toward a comprehensive understanding of the cultural and historical implications of new technologies for education and life, and toward purposefully selecting and shaping the uses of new media in educational practice across and subject areas. 

CCTE aims to prepare candidates to deal with both present and future implications of new media and to play a constructive role in shaping the educational response to innovations in information and communication technologies. The CCTE Program encompasses the use of new media broadly in modern educational and public service arenas, including video, computer-based media, digital and non-digital game-based learning, and the role of communication and media in society from an historical and modern perspective.

Communication, Computing, and Technology in Education aims to prepare students to deal with both present and future implications of new media and to play a constructive role in shaping the educational response to innovations in information and communication technologies including mobile devices and augmented reality and cloud computing. Although these concerns are common to all three program strands, each has distinct nuances with respect to methods and purpose:
  • Communication relies primarily on social science inquiry to understand, interpret, and shape how information and communication technologies influence culture and education, including areas such as literacy and teacher education.
  • Computing in Education works with computer information systems to facilitate the effective extension of digital technologies into educational practice. This strand includes within it an online master's program that can be completed by students who live too far away to attend classes during the regular academic year.
  • Instructional Technology and Media concentrates on the creation and application of innovative technologies, guided by a research tradition grounded in pedagogy and cognitive science, in order to make new media work as powerful tools for study and teaching.
Across the three program strands, candidates and faculty members engage in research, development, theory, and application. All three put a high priority on group work; fieldwork and internships; and planning, implementing, and completing innovative projects.

 

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